Self-efficacy for Learning Form SELF for Pre- service Teachers: The Study of Reliability and Validity

Yıl 2013, Cilt: 14 Sayı: 2, 91 - 105, 01.05.2013

Ahmet Yamaç Gürbüz Ocak

Öz

This study investigated the validity and reliability of the Turkish version of the Selfefficacy for Learning Form SELF . In order to examine the validity and reliability properties of the scale, exploratory factor analysis, confirmatory factor analysis, cronbach’s alpha correlation coefficients, corrected item-total correlations and t-tests between items’ means of upper 27%-lover 27% points were used. The sample of the study consisted of 409 prospective teachers. The results of exploratory and confirmatory factor analyses demonstrated that this scale yielded a unitary factor structure as original form and the model was well fit. The internal consistency of the entire inventory was .85. The item-total correlations ranged from .30 to .63. According to t-test results, differences between each item’s means of upper 27 % and lower 27 % points were significant. Findings provided some evidence for the validity and reliability of the SELF scores

Anahtar Kelimeler

Self-efficacy, self-regulatory efficacy, self-regulated learning

ÖĞRETMEN ADAYLARI ÖĞRENME ÖZ-YETERLİĞİ ÖLÇEĞİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Öz

Bu araştırmada Öğrenme Öz-yeterliği Ölçeği’nin Türkçe geçerlik ve güvenirlik çalışmaları yapılmıştır. Ölçeğin geçerlik ve güvenirliğini incelemek için açımlayıcı faktör analizi, doğrulayıcı faktör analizi, cronbach alfa katsayısı, madde-toplam korelasyonu ve %27’lik alt ve üst grupların madde puanlarındaki farklara ilişkin t-testi kullanılmıştır. Çalışmanın örneklemini 409 öğretmen adayı oluşturmaktadır. Açımlayıcı ve doğrulayıcı faktör analizi sonuçlarına göre, ölçeğin tek faktörlü bir yapıya sahip olduğu ve modelin iyi uyum gösterdiği ortaya konmuştur. Ölçeğin tek faktörlü yapısı için iç tutarlık katsayısı .85 olarak bulunmuş ve madde-toplam korelasyonu .30 ile .63 arasında değişmektedir. T-testi sonuçlarına göre ise, alt-üst %27’lik gruplar arasındaki madde ortalamalarına ilişkin t değerleri anlamlıdır. Bütün bu bulgular, Öğrenme Öz-yeterliği Ölçeği’nin SELF geçerlik ve güvenirliğine ilişkin bir takım kanıtlar ortaya koymaktadır.

Anahtar Kelimeler

Öz-yeterlik, öz-düzenleyici yeterlik, öz-düzenleyici öğrenme

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